Responsibility is needed in life. On the other hand, entering the era of globalization, there is a phenomenon of the decline of the student's character. The aim of the study was to determine the effectiveness of the TPSR model in increasing the student's responsibility. The study was a quasi-experimental research with Control Group Pre-test-Post-test design. The research population were the eighth grade students of SMP Negeri 1 Lembang chosen through a purposive sampling technique. The study involved 76 students from two classes who were divided into experimental group and control group. Data collection techniques included observation by using TARE (Tools of Assessing Responsibility-based Education) Wright (2008) and documentation. The data were analysed through independent sample t-test and mann-whitney u-test. The results showed that there was a difference in the effectiveness of the TPSR model compared to conventional model in increasing the student's responsibility in pencak silat learning with t-count -6.732, significance of 0.000. The average post-test score of the experimental group was 77.500, while the average of the control group score was 59.843. The experimental group gain was 0.6247, while the control group gain was 0.2803. Thus, the TPSR model is needed in increasing the student's responsibility.
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机译：生活中需要责任。另一方面，进入全球化的时代，学生角色的衰落存在现象。该研究的目的是确定TPSR模型在提高学生责任方面的有效性。该研究是对对照组预测试后设计的准实验研究。研究人口是通过目的采样技术选择的SMP Negeri 1 Lembang的八年级学生。该研究涉及来自两类的76名学生分为实验组和对照组。数据收集技术包括使用皮重观察（评估责任教育的工具）Wright（2008）和文件。通过独立样品T检验和Mann-Whitney U-Test分析数据。结果表明，与传统模型相比，TPSR模型的有效性差异在增加学生在Pencak Silat学习的责任与T-Count -6.732中，意义为0.000。实验组的平均测试后得分为77.500，而对照组评分的平均值为59.843。实验组增益为0.6247，而对照组增益为0.2803。因此，在增加学生的责任时需要TPSR模型。
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